Answer:
use gauth math
Step-by-step explanation:
write an equation for the line through the point (-7,-4) and parallel to the line y=8x-4 in point-slope form
The equation for the line through the point (-7,-4) and parallel to the line y = 8x - 4 in point-slope form is y = 8x + 52
How to determine the equation of the second line?The first equation is given as
y = 8x - 4
The slope of the above equation is
m = 8
Parallel lines have equal slope
So, the slope of the other line is
m = 8
The equation is then calculated as
y = m(x - x1) + y1
Where
m = 8
(x1, y1) = (-7, -4)
So, we have
y = 8(x + 7) - 4
Expand
y = 8x + 56 - 4
Evaluate the difference
y = 8x + 52
Hence, the equation for the line through the point (-7,-4) and parallel to the line y = 8x - 4 in point-slope form is y = 8x + 52
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Select all of the following graphs which represent y as a function of x?
Using the concept for a relation to represent a function, it is found that graphs 2, 3, 4 and 5 are functions.
When does a relation represents a function?A relation represents a function when it value of the input is associated to only one value of the output.
On a graph, it means that each value of x has only one equivalent value of y, that is, there are no vertically aligned points.
In this problem, we have that:
The first graph, which maps the circle is not a function, as there are multiple values of x associated with two values of y, hence generating vertically aligned points.The last graph, below the constant line, also has values of x such as x = 0 mapped to two values of y(y = 1 and y = -2 for x = 0), hence it also is not a function.All the other graphs are functions.
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From the London Summer Olympics 2012 to the Rio Summer Olympics 2016, the number of medals awarded increased by 118.5%. If 962 medals were awarded in London, how many were awarded four years later in Rio?
Answer:
1,440
Step-by-step explanation:
London 962
Rio +118.5%
One percent of 962 is 9.62 you get that by moving the decimal place over one place, multiply by 118.5 to get 1,139.97 there is no partial medals so round to the nearest whole number and you get 1,140.
hope this helped! :) feel free to ask any questions and please mark my answer if it helped you thanks!
Evaluate (10 – 4i) ÷ (5 + i).
Fifty-four twelfths minus fifteen twelfths i
Twenty-three twelfths minus fifteen twelfths i
Fifty-four thirteenths minus fifteen thirteenths i
Twenty-three thirteenths minus fifteen thirteenths i
The quotient of the given complex number is 7/13 - 15/13i
Given the division expression
(10 – 4i) ÷ (5 + i).
This can also be expressed as:
10-4i/5+i
On rationalizing, we will have:
10-4i/5+i * 5-i/5-i
50-10i-20i-4(-1)/25-(-1)
50-30i+4/26
54-30i/26
27/13 - 15/13i
Hence the quotient of the given complex number is 7/13 - 15/13i
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Answer: D [tex]\frac{23}{13} - \frac{15}{13} i[/tex]
Step-by-step explanation:
What is the equation solve it
Answer:
1/4
Step-by-step explanation:
First u subtract both sides by 9
12x + 9-9= 4x + 7-9 = 12x = 4x + 2
Then u subtract
12x= 4x - 2
12x - 4x =4x - 2 - 4x=
and this will get u 1/8 but then u simplify and get 1/4
Which is a correct way to evaluate the expression 3(53+100)−12
3
(
53
+
100
)
-
12
?
Answer:
by using BADMAS rule
Step-by-step explanation:
3(53+100)-12
3×153-12
459-12
447answer
Answer:
447
Step-by-step explanation:
i think the bodmas rule applies first so brackets first which means 53+100 then you times the by 3 and finally that answer you minus it by 12 and even if you put the whole expression on the calculator thats the same answer you will get.
The average amount of money spent by students in the cafeteria last week was $2.75. The actual amount spent varied by no more than $0.50. Write and solve an absolute value inequality to represent the range of possible amounts.
Answer:
Step-by-step explanation:
Last week, the typical amount of money spent by kids in the cafeteria ranged from $2.25 to $3.25.
What is Equation?Equations are logical assertions in mathematics that have two algebraic expressions on either side of an equals (=) sign. The expression on the left and the expression on the right are shown to be equal in reference to one another. LHS = RHS (left hand side = right hand side) appears in all mathematical equations.
A mathematical equation can have many different components, such as coefficients, variables, operators, constants, terms, expressions, and an equal sign. An "=" symbol, as well as terms on both sides, are required when writing an equation.
Given:
Average amount spend = $2.75
Let x be the average dollar amount that students spend.
Then, the equation can be
|x - 2.75| = 0.5
Now, we have two values one is positive and another is negative
x - 2.75 = 0.5 or -(x - 2.75) = 0.5
x = 3.25 or x = 2.25
Hence, Last week, the typical amount of money spent by kids in the cafeteria ranged from $2.25 to $3.25.
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Please help me i need this badly show work if you could
Answer:
a: 4
b: 5 is alone, p, -4p and 5p are in the same group, and 7q is alone
c: 2uv squared and -uv squared are in the same group. Everything else is alone.
Step-by-step explanation:
4 is multiplied by y. Kinda self explanatory.
Even though p doesnt have a number before it, it still does. Variables always have coefficients, and if you can't see it, that means it's one.
uv squared is one of the terms, so any number before it makes it part of the group. Everything else is not similar, so you got your answer.
I don't know what grade you are in, but I'm guessing your in a low grade, so sorry if I was unclear.
25.
9
E
Which statement about AABC and ADEF is true?
9
12,
A
B
A
12
16
12
They are similar because they are both isosceles triangles.
They are similar because AB is four more than ED, AC is three more than DF
BC is three more than EF.
201
Answer:
C. They are similar because corresponding sides are proportional.
Step-by-step explanation:
A and B are not are not how you would find similar triangles, so you can rule those answers out. We can also rule out D since the triangles aren't congruent - we can see they have different lengths. This leaves option C.
Here's how to check:
We'll take the ratio of FD:DE, which is 9:12.
9 ÷ 12 = 0.75
The corresponding sides on the second triange are CA:AB, which is 12:16
12 ÷ 16 = 0.75
9:12 = 12:16
The two traingles are similar & have proportional corresponding sides
EUREKA MATH
A1 M1 TB Lesson 1
5. Ana sells T-shirts and sweatshirts for the soccer team. The price of one sweatshirt is $10 more
than the price of one T-shirt. She sells 50 T-shirts and 40 sweatshirts for a total of $1480. What
is the price of one T-shirt? What is the price of one sweatshirt?
The price of the T-shirt is $ 12
The price of the Sweatshirt is $ 22
Let the Price of a T-shirt is $x, then the Price of a Sweatshirt is $(x+10)
In The Given Question, 50 T-shirts and 40 Sweatshirts are sold at $1480
Then,
50x + 40(x+100) = 1480
50x + 40x + 100 =1480
90x + 400 = 1480
90x = 1480 - 400
90x = 1080
x= [tex]\frac{1080}{90}[/tex]
x = 12
The price of the T-shirt is $ 12 and the Price of the Sweatshirt is $ 22
The price of the T-shirt is $ 12
The price of the Sweatshirt is $ 22
A price is the amount of money that is (often not negatively) exchanged from one party to another in exchange for their goods or services. The cost of production may go by another name in some circumstances. If a product is classified as a "good" in a commercial exchange, its price is most likely to be referred to as such. However, there will be alternative titles for this thing if it is a "service." For instance, the graph at the bottom will display various circumstances.
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Add 7 x 10−6 and 2.1 x 10−5.
Answer:
Step-by-step explanation:
84.5
Is this correct, if not whats the right answer.
Answer:
Answer is x=11
Step-by-step explanation:
Step 1: Simplify both sides of the equation.
2(x−8)+11=17
(2)(x)+(2)(−8)+11=17(Distribute)
2x+−16+11=17
(2x)+(−16+11)=17(Combine Like Terms)
2x+−5=17
2x−5=17
Step 2: Add 5 to both sides.
2x−5+5=17+5
2x=22
Step 3: Divide both sides by 2.
2x/2=22/2
x=11
help me pls this is middle school work
Answer: 5 or 5 [tex]\frac{0}{3}[/tex]
Step-by-step explanation:
3*1=3 ==> 1st box value
3*2/3=6/3=2 ==> 2nd box value
3+2=5
5=5 [tex]\frac{0}{3}[/tex]
Given g(x) = 2x + 4, find g(-6).
2x+4
substitute x as -6
-12+4= -8
g(-6)=-8
|p+6|=-5 I NEED HELP PLEASE
Note: Your teacher will grade your response to ensure that you receive proper credit for your answers.
6. A
field has an area of 479 ft². What is the approximate length of a side of the field?
Give your answer to the nearest foot. Explain your response.
Answer:
Step-by-step explanation:
The number of square units required to fill a square is the area.
Area of a square = side × side
Area of a square = side2 square units
Area of a square field = 479 ft2 [Given]
So the side can be determined by:
Length of a side of the field = √479 = 21.9 feet
Therefore, the length of a side of the field is 21.9 feet.
Mystery Number:
I round to 375,400 when
rounded to the nearest hundred
have an odd hundreds digit,
tens digit, and ones digit
My tens and ones digits are
the same and both less than 7
What number am I?
Answer:
Step-by-step explanation:
375355
On a math test, Ana writes 9 as the solution to 327.
a. Find the correct solution.
b. What error did Ana likely make on the test?
Considering the cube root of 27, we have that:
a) The correct solution is of 3.
b) The error that Ana likely made is that she considered the cube root as the number that is multiplied by 3 to get a result of 27, not the number that is elevated to three.
What is the problem?
The question is that Ana wrote 9 as a solution to the cube root of 27.
The cube root of a number is the number that is elevated by 3 to reach the number, for example:
1³ = 1, hence the cube root of 1 is of 1.2³ = 8, hence the cube root of 8 is of 2.3³ = 27, hence the cube root of 27 is of 3.From the last bullet point, we get the correct answer for item a.
For item b, we have that 9 x 3 = 27, hence the error that Ana likely made is that she considered the cube root as the number that is multiplied by 3 to get a result of 27, not the number that is elevated to three.
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a one dollar bill is 6.14 inches long, 2.61 inches wide, and 0.0043 inch thick. if you spread a billion dollar bills over the ground, how many square miles would they cover? round your answer to the nearest square mile.
Answer:
0.0000398 cubic ft.
Step-by-step explanation:
the difference between any two consecutive numbers in the list a,b,c,d,e is the same . If b = 5.5 and e = 10, what is the value of a
Answer:
a = 4
Step-by-step explanation:
You are given an arithmetic sequence with second term 5.5 and fifth term 10. You want to know the first term.
Common differenceThe 2nd term will have 3 times the common difference added to it to make the 5th term. Then that difference can be found from ...
5.5 +3d = 10 . . . . using 'd' for the common difference
3d = 4.5
d = 1.5
First termThe second term (a2) is obtained by adding the common difference (d) to the first term (a1):
a2 = a1 +d
5.5 = a1 + 1.5
4.0 = a1
The value of 'a' is 4.
__
Additional comment
The 'd' we're using here to represent the common difference is not to be confused with the 'd' in the problem statement that represents the fourth term of the list.
The fact that adjacent list members have the same difference is what tells you this is an arithmetic sequence. In terms of the problem statement, you have ...
{a, b, c, d, e} = {4, 5.5, 7, 8.5, 10}
Here, we have used the more common notation for elements of an arithmetic sequence.
Jerry can do 34 push ups in 2 minutes. how many can he do in 11 minutes?
Answer: 187 push ups
Step-by-step explanation:
34/2=17 push ups per minute
11 minutes * 17 push ups/1 minute =187 push ups
Simplify the expression
[tex] = { \blue{ \tt{2}}}[/tex]
Step-by-step explanation:
[tex]{ \red{ \tt {\frac{9( - 2) + 8}{ - 5}}}}[/tex]
[tex] = { \red{ \tt{ \frac{ - 18 + 8}{ - 5}}}} [/tex]
[tex] = { \red{ \tt{ \frac{ - 10}{ - 5}}}} [/tex]
[tex] = { \red{ \tt{2}}}[/tex]
please helpppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppp
Answer:
D
Step-by-step explanation:
I used the Distributive Property of Exponents. This property states that (xy)^n=x^n * y^n. It distributes the power to all the values in the base.
Hence (2x)^6=2^6 * x^6==> D
Answer:
Step-by-step explanation:
Write a multiplication expression and a
division expression that would havе
result.
a)-8
b) -15
help please
Step-by-step explanation:
a. 8 × -1 = -8 or -2 × 4 = -8
8 ÷ -1 = -8 or 32 ÷ -4 = -8
b. -3 × 5 = 15 or 15 ×(-1) = -15
45 ÷ -3 = -15 or 225 ÷ -15 = -15
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Solve for x: 4- (x + 2) < −3(x + 4)
X <-7
X>=7
X<-9
X>-9
Answer:
x<-7
Step-by-step explanation:
4-x-2<-3(x+4)
Select all the values that are equivalent to the given expression. Help pls
Answer:
These two are both correct.
6.432 × 10^6
64.32 × 10^5
Explanation below
Hope this helps :)
Step-by-step explanation:
1. 9.6 × 6.7 = 64.32
Add the two powers 3 + 2 = 5
64.32 × 10^5
2. Move the decimal 1 time to the left, then that would add 1 power of ten to 10^5 to get 10^6.
6.432 × 10^6
7 3/4 as a improper fraction
Answer:
31/4
Step-by-step explanation:
The Mixed Number 7 3/4 can be changed into the improper fraction 31/4.
step 1: The denominator of the improper fraction will be 4, since the denominator of the original fraction is 4.
to find the improper fraction, multiply the denominator of the original fraction (4) by the whole number (7). 4x7=28 then add the numerator of the original fraction: 28+3=31. This tells you the numerator of the improper fraction will be 31.
The improper fraction is 31/4.
For DEF, e=52, f=41 and M
For ΔDEF, Where e=52, f=41 and ∠F=48°. Find all the possible ∠E to the nearest degree.
The possible ∠E to the nearest degree is ∠E=70°
Given that,
ΔDEF with e=52 and f=41 sides of the triangle.
Angle ∠F=48°.
We have to find ∠E=?
By using the Law of sine
The relationship between the sides and angles of non-right (oblique) triangles is known as the Law of Sines. It simply states that for all sides and angles of a given triangle, the ratio of the length of a side to the sine of the angle opposite that side is the same.
If triangle ABC are there with sides a, b, and c then Law of sine is
[tex]\frac{a}{SinA} =\frac{b}{SinB} =\frac{c}{SinC}[/tex]
Now, in the given triangle we have e and f sides so we take
[tex]\frac{SinE}{e}=\frac{SinF}{f}\\[/tex]
Substituting the values of e, f and F
We get,
[tex]\frac{SinE}{52}=\frac{Sin48^\circ}{41}\\ SinE=\frac{Sin48^\circ}{41}\times52\\SinE=\frac{52}{41} \times Sin48^\circ\\SinE=1.268\times 0.743\\SinE=0.942\\E=Sin^{-1}(0.942)\\[/tex]
∠E=70°
Therefore, The possible ∠E to the nearest degree ∠E=70°.
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3.
The Speedy Fast Ski Resort has started to keep track of the number of skiers and snowboarders who bought season
passes. The
ratio of the number of skiers who bought season passes to the number of snowboarders who bought of
season passes is 1:2. If 1,250 more snowboarders bought season passes than skiers, how many snowboarders and
how many skiers bought season passes?
There are 1250 skiers and 2500 snowboarders bought season passes.
What is substitution method:The substitution technique is a mathematical approach for solving simultaneous linear equations. The value of one variable with one equation is substituted in the second equation, as the name implies.
According to the given information:The ratio of 1:2 indicates that there is one skier for every two snowboarders.
Let S stand in for the skier.
B should symbolize the snowboarder.
This condition is equivalent to = 1:2 = S:B.
Alternatively, 2S = B.
B - S = 1250
2S - S = 1250
Applying substitution method.
s = 1250
B = 2S = 2(1250) = 2500
B = 2500
There are 1250 skiers and 2500 snowboarders.
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I understand that the question you are looking is:
The Speedy Fast Ski Resort has started to keep track of the number of skiers and snowboarders who bought season passes. The Ratio of the number of skiers who bought season passes is 1:2.If 1,250 more snowboarders bought season passes than skiers, how many skiers bought season passes?
A car is traveling at 55 miles per hour. Use dimensional analysis to convert
the car's speed to feet per minute.
5,280 feet in 1 mile?
The car's speed to feet per minute is 80.67ft per second.
What is speed?
Velocity is the pace and direction of an object's movement, whereas speed is the time rate at which an object is travelling along a path. In other words, velocity is a vector, whereas speed is a scalar value.Speed is a way to gauge how rapidly something is happening, moving, or moving swiftly. The speed of a car being driven at 45 mph serves as an illustration. A person cleaning a room in 10 minutes is an illustration of speed. Speed can be compared to how swiftly a jaguar moves.1 mile = 5280 feet
so 55 miles = 55*5280 = 290,400ft
there are 60 seconds in 1 minute and 60 minutes in 1 hour
so 1 hour = 60*60 = 3600 seconds
55mile/1hour = 290400ft/3600 seconds = 80.67ft per second
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